A Study On The New Teacher Induction System In Ontario, Canada

Today,with the rapid changes in the world,the demand for education in the world has changed.The slogan of lifelong education and teacher education integration also has an impact on the development of teachers.In this context,the entire process of teacher education,including pre-service,induction,and ongoing professional development,has received extensive attention.Among them,the new teacher induction is a key hub for the pre-service education and on-the-job learning of the link teachers,and also a key stage in the professional development of teachers.Therefore,how to do a good job in new teacher induction is particularly important.However,China has inadequacies in both policy and practices in terms of induction.It is of far-reaching significance to systematically investigate foreign implementation measures for new teacher induction program.This study selected Ontario,Canada as the research object to clarify the development history of its new teacher induction system,analyze its implementation mechanism,present its implementation effects,and consider the characteristics of an effective new teacher induction program model.This study mainly uses the method of literature analysis to collect the historical development and implementation mechanism of the new teacher induction program in Ontario,Canada by collecting the policy texts from the Ontario Ministry of Education and the Ontario college of Teachers;collecting the evaluation report issued by the relevant departments to clarify the implementation effect.Based on the collected literature and related research literature,considering the effective model of new teacher induction program.Through a systematic investigation of the new teacher induction system in Ontario,Canada,the study found that the new teacher induction system in Ontario,Canada,began in an informal manner and was formally implemented in 2006.After further improvement in 2010 and 2018,each stage is aimed at better solving the problems faced by new teachers.In terms of implementation mechanisms,Ontario's new teacher induction system sets out a vision to help new teachers develop,including self-confidence,self-efficacy,continuous professional learning and teaching skills.In the aspect of defining the professional standards of the new teachers' development,Ontario has the standards of teachers' professional ethics and teachers' professional practice,which are the benchmarks of the new teachers' development.Ontario provides high-quality guidance to new teachers,including teachers and principals in many areas and high-quality guidance.Ontario has set up a various network,including new teachers,mentors,principals,local federations,and institutions responsible for the induction and performance appraisal of new teachers.Education departments and other relevant departments build a network of support to support the development of new teachers.In addition,Ontario has set up professional development programs and organized regular evaluation activities to monitor the new teacher induction system for new teachers.The results of the assessment also showed that Ontario's new teachers induction system was helpful in terms of new teachers' self-confidence,separation rate and teaching skills.Through the reflection on the new teacher induction system in Ontario,Canada,we find it has the following characteristics: constructing a tutoring network and forming a professional learning community,providing "difference" support to meet the unique needs of the new teachers,supporting the participation of principals to provide comprehensive support for the new teachers.